Abstract:

A concern for many academics in higher education is identifying ways to improve the learning environment using technology. Improvements may range from using technology in a limited way to complement face-to-face delivery, combining technology in equal proportions using a blended learning model, or designing a fully online learning approach (TEQSA, 2019).

Learning and teaching online can be challenging for both students and lecturers. Moore (1989) highlighted three types of interactions critical to the success of online learning in higher education. These include interactions between lecturers and students, students and the content and within the student cohort. Thus, keeping students engaged in the online learning process is crucial to its success.

Technology Enhanced Learning (TEL) is emerging as a new flexible pedagogy and hence it is essential to understand what it comprises. There are various definitions provided for TEL. UNESCO-IBE, (2020) defines TEL as embedding appropriate technologies into curriculum design and assessment to support student’s online learning experiences. Kirkwood & Price (2014) defines TEL as the application of communication technologies to teaching and learning. Thus, in a nutshell, TEL refers to using a range of fit-for-purpose learning technologies that are consistent with high-quality curriculum design, to improve the student’s learning experience.

The TEL journey (though initially not defined as such) in the Faculty of Business and Law (FBL) at Curtin University started in 2018 with transforming and enhancing the learning quality of existing programs for fully online delivery. The process began with designing a standardised outline referred to as a ‘template’ which was based on the principles of flipped learning. This template has gone through refinements over the last two years and is currently being used to develop online, blended and face to face programs in the faculty.

At the onset of the TEL journey, academic staff required clarity around what an online program looked like and what they contained. Hence it became necessary to define standards on a continuum of basic to ideal for online platforms to support the delivery of programs. A TEL rubric was created to determine the quality of the courses and provide a guide to enhance the quality further and with the focus that TEL must be future-oriented without being futuristic (Goodyear and Retalis, 2010). An audit was conducted to identify which programs adhered to these standards.

This presentation offers insights into the development of the TEL rubric and indicates the underlying principles that informed its development. The rubric was designed with the learning management system (LMS) Blackboard as the central focus since all programs are delivered on this platform. The rubric is divided into four sections and each section was based on the three types of interactions (Moore, 1989) for distance education and Universal Design Principles (CAST, 2020).

The TEL rubric focuses on four areas:
1. Course structure and administration
2. Course content
3. Learning activities, collaboration, and communication
4. Assessment of learning

There is a descriptor for each criterion which outlines quality indicators – insufficient, developing and target evidence.

Keywords:

Technology Enhanced Learning, TEL, flipped learning, blended learning, rubric.